Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Carla Morales Date: 04/01/2020

Grade Level:
Pre-K
Lesson Title:
How do eggs hatch?
Curriculum Areas Addressed:
Science, Math
Time Required: Instructional Groupings: Are you using whole group, small
45 minutes group, partners, quads, homogeneous, heterogeneous?
Whole class, Heterogeneous —> Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
 CD-MA4.4c
o Creates and extends simple, repeating patterns
 CD-SC3.4a
o Observes, explores and describes a variety of animals and plants. Describes their basic needs
and life cycles.
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.)
 How do eggs hatch?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 Student will be able to describe the hatching process.
 Students will be able to extend simple patterns.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
 Aware
 Coots
 Debating
 Brimming

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
 Listening
 Discussion
 Asking Questions

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
 Pattern Strips

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
 At the end of the lesson, I will ask the students to stand up. My “assessment question” will be “If you
understand what we have gone over today, stand on the right side of the carpet. If you have more
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

questions or would like to ask something else, stand on the left side of the carpet.”

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
 Level of success: 85-100% of students understand and have no questions
 Level of misconceptions: 75-84% of students understand and have no questions
 Level of failure: less than 75% of students understand and have no questions

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
 A repeat after me song will be introduced.
o Lyrics found attached to the lesson plan below.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Students will be given a pattern strip in which they will either continue a pattern or create a pattern,
based on their skills.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
 The book “Horton Hatches an Egg” by Dr. Seuss will be read.
 Students will return to their desks where they will find their activity called “What will hatch from
Horton’s egg?”
o White half paper which they will create their “egg” from
o Colored paper, scissors, glue, markers —> create what they believe could hatch from
Horton’s egg.
 Once they are done with their creation, students will be asked to tell me about their creation and
they will describe the hatching process.
o This will be used to asses their knowledge.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
 The assessment question will be asked back at the carpet to make sure each student understands
and have no questions left about the lesson today.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
 Materials used for their egg
o Colored paper
o Scissors
o White paper
o Glue
 Pattern Strips

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
 Pinterest.com
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
 John Dewey: Cognitive Development

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

o Pay attention to students during lessons

o Make the students the center of the classroom
o Use hands-on activities
 Howard Gardner:
o Musical Intelligence
o Visual-Spatial

Connections to Technology and/or the Arts:

 Arts will be used throughout their drawing and their creation.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
 Partner teacher

What Will Hatch From Horton’s Egg?

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Pattern Strips

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Lyrics to CHICK!

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College